Search

Economic learning had a complex subject matter and high relevance in daily life. The output of economic learning was that students had good critical thinking skills as demanded by 21st century skills. However, during this time economic learning seem too bored because the learning only based on the theory without connected to contextual activities. This research used literature study method with the purpose to reviewed the collaboration model of PBL and STAD theoretically in improving student’s critical thinking skills in economic learning. The implementation of collaboration model of PBL and STAD could be done in six steps there are class presentation, team formation and work in group, identified the problem that provided by teacher then students find information from any resources in solving problem, organizing quiz, scoring and team recognition.

This study aims to determine the effect of the guided discovery learning model assisted by google classroom on student self reliance in economics learning at SMA Al-Islam 1 Surakarta academic year 2022. The research method is a quantitative quasi-experiment. The research subjects were 69 students of class XI IPS 1 and class XI IPS 2 SMA Al-Islam 1 Surakarta. The research sample was collected through a purposive sampling technique covering the criteria for the number of students in the same class, the conditions and abilities of the students were the same, and the class teachers were the same. Data collection using questionnaires, observation and documentation. The research data were analyzed using the independent sample t test with the result that the application of the guided discovery learning model assisted by google classroom had a positive and significant effect on student self reliance on economic learning.

This study aims to determine the influence of the family environment and entrepreneurship education partially affect the interest in entrepreneurship and the role of the study program in strengthening the influence on the entrepreneurial interest of FKIP UNS students. This research is a quantitative method research. The population in this study is active students of FKIP UNS batch 2018-2020. The sampling technique in this study was proportionate random sampling with a sample of 400 respondents. Through the Moderated Regression Analysis (MRA) hypothesis test, the results showed (1) family environment (2) entrepreneurship education has a positive and significant influence on entrepreneurial interest. Then, (3) the role of the study program was found not to be a moderator variable so that it did not have a moderating effect so that this variable could not strengthen the influence of the family environment on entrepreneurial interest. In addition, (4) the role of the study program was found to have the nature of weakening the influence of entrepreneurship education on entrepreneurial interest.

The world of education is required to always adapt to the current development, especially in terms of technology. Prospective teachers as one of the important elements in education are expected to be able to have three knowledge, namely pedagogy, content, technology, and combinations of the three which is commonly called Technological Pedagogical and Content Knowledge (TPACK) to be ready to become professional teachers in the 21st century. This research aimed to examine the influence of TPACK on readiness to become a professional teacher. The research method used is descriptive quantitative with a proportional random sampling technique. The data collection technique used a self-report questionnaire instrument that has been tested for validity and reliability. The analysis technique used quantitative descriptive analysis with a simple linear regression test. The results of this study indicate that there is a positive and significant effect between partial TPACK ability on readiness to become a professional teacher. The TPACK component that has the biggest influence on readiness to become a professional teacher is PCK with an effect of 80%, followed by TPK 74.5%, TPCK 68.5%, PK 67.4%, TCK 66.4%, CK 65.5% , and the smallest is TK with an effect of 60.3%.

The progression of time, combined with technological advancements, has resulted in changes in practically every aspect of existence. Changes in community consumption patterns, particularly among students, are included. Today's students' consumption is driven by personal interests rather than essential necessity. This consumption pattern is influenced by a variety of circumstances. This study aims to determine how the relationship between social media, economic literacy and the environment of students' peers in influencing the consumptive behavior of Economic Education students at Sebelas Maret University, class of 2017-2019. Sampling in this study used a proportionate stratified random sampling technique with 155 students as samples. This study uses quantitative methods with data analysis using t-test and multiple linear regression. The findings of this study show that the factors of social media, economic literacy, and groups of friends of the same age have a positive and significant influence on consumption behavior in economic education students class 2017-2019, with a value of Fcount > Ftable of 18.745 > 2.66.

This research aims to identify the effect and the magnitude of the effectiveness degree of flipped mastery classroom learning model with flipbook digital aid to economy study results in SMAN 1 Karanganyar. This research is a descriptive quantitative in the form of quasi-experimental with the students of class XI IPS 2 and class XI IPS 4 of SMAN 1 Karanganyar with 60 students in total as the research subject. This research sampling used a purposive sampling technique. Meanwhile, for this research, the data is collected by using tests and observation. The data analysis technique used in this study was the independent sample t-test and normalized gain. This study found that (1) flipped mastery classroom model implementation using flipbook digital aid has a positive effect in improving their economics study result. (2) The effectiveness of flipped mastery classroom learning models assisted by digital flipbooks in improving economic learning outcomes class XI IPS students of SMAN 1 Karanganyar

This study aims to determine the effect of housewives' financial literacy on the behavior of family financial management by moderating the level of education and work in Mojo District, Kediri Regency. Determination of the research method is descriptive quantitative with research subjects housewives in Mojo District, Kediri Regency totaling 384 respondents. The sampling technique is non-probability sampling using convenience sampling technique by distributing questionnaires or questionnaires. The data analysis technique used in this research is Moderated Regression Analysis (MRA). The results obtained indicate that: (1) the financial literacy of housewives has a significant effect on the behavior of family financial management in Mojo District, Kediri Regency. (2) the financial literacy of housewives with a moderate level of education has a significant effect on the behavior of family financial management in Mojo District, Kediri Regency. (3) the financial literacy of housewives with a work moderator has no significant effect on the behavior of family financial management in Mojo District, Kediri Regency.

The objectives of this study are: 1) to describe the implementation of entrepreneurship learning in high school during the Covid-19 pandemic, and 2) to provide solutions on how to improve the quality of entrepreneurship learning. This study uses a descriptive method. Collecting data using a questionnaire. Respondents were 1,347 high school students in grades XI and XII from 10 high schools in Sragen The results showed that during the Covid-19 pandemic, entrepreneurship learning taught more about theory (69.1%). The method used by teachers when teaching is assignments (54.8%) on assignments/homework on entrepreneurship theory. The digital platforms used by teachers are google classroom (39.3%), zoom (9.6%, WhatsApp (25.5%), google meet (16%), and other platforms 9.5%. In general, students assessed that entrepreneurship lessons are in accordance with their needs and provide provisions to become entrepreneurs. As many as 64.5% of students feel enthusiastic about participating in lessons. Improvements in entrepreneurship learning according to students' perceptions are: the material is more applicable and interesting, trained in how to overcome real problems, and balanced with practice. Entrepreneurship education can be done through intra-curricular activities in class, co-curricular, and extra-curricular